1992 The Learning Cycle as a Model for the Design of Science Teacher Preservice and Inservice Education, Peter Rubba, Pennsylvania State University

1993 Reconstructing Science Teacher Education Within Communities of Learners,Deborah Tippins, University of Georgia, Sharon Nichols, Florida State University, and Kenneth Tobin, Florida State University

1994 No Award Given

1995 Science for Early Adolescence Teachers (Science FEAT): A Program for Research and Learning, Samuel Spiegel, Angelo Collins, and Penny J. Gilmer, Florida State University

1996 An Innovative Model for Collaboration Reform in Elementary School Science Teaching, M. Gail Shroyer, Emmett Wright, and Linda Ramey-Gassert, Kansas State University

2000 Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self- Efficacy Beliefs and The Professional Development Model, Tracy J. Posnanski, University of Wisconsin- Milwaukee

2002 Being There and Not Being “There:” The Experience of Teaching an Elementary Science Education Course on the Internet, Janice Koch and Michael Barriere, Hofstra University

2003 Using a Card-sorting Task to Elicit and Clarify Science Teaching Orientations,
Patricia Friedrichsen, University of Missouri-Columbia and Thomas Dana, Pennsylvania University

2004 An Inquiry-based Laboratory Lesson to Construct an Understanding of Earth’ s Seasons, Paul Ashcraft, Clarion University and Susan Courson, Clarion University

2005 No Award given

2006 No Award given

2007 Using Historical Non-fiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understanding, Sharon E. Nichols, The University of Alabama & William Straits, California State University Long Beach

2008 A Case Study of Fifth Grade Teachers’ Changes in Methodology During a Two-Year Timeframe, Anita Martin and Brian Hand, University of Iowa

2009 Flexibly adaptive professional development in support of teaching science with geospatial technology, Nancy M. Trautmann, Cornell University & James G. MaKinster Hobart & William Smith Colleges

2011 Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York What about those left behind? A template for developing quality science lessons for English language learners, Susan Gomez-Zwiep and William J. Straits, California State University, Long Beach

2012 Descriptive Inquiry in the Throes of Learning to Teach: Can Prospective Teachers Learn to Teach and Study their Teaching Closely? Michele Koomen and Jamie Mitchell, Gustavus Adolphus College,

2013 No Award Given

2014 Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science, Kristin Cook, Bellarmine University & Cassie Quigley, Clemson University

2015, If You Can’t Say Something Nice: A Design-Based Research Approach Investigating the Social Interactions of New Science and Math Teachers Using a Video Annotation Tool, Joshua Ellis, Tasneem Anwar, Justin McFadden, & Gillian Roehrig from the University of Minnesota STEM Education Center

2016, The Use of Journal Clubs in Science Teacher Education. Dr. Karen A. Tallman, Springfield College and Dr. Allan Feldman, University of South Florida

2018, Collaborating to teach elementary science methods in the field with K-6 classroom teachers: Benefits for in-service and pre-service teachers. Matthew Vick, University of Wisconsin, Whitewater; Patricia Falk Mukwonago Area School District

1995 Using Visits to Interactive Science and Technology Centers, Museums, Aquaria and Zoos to Promote Learning in Science, Leonie Rennie and Terrence McClafferty

1996 General Biology: Creating a Positive Learning Environment for Elementary Education Majors, Larry Scharmann and Ann Stanheim-Smith, Kansas State University

1997 Empowering Science Teachers: A Model for Professional Development, Ann Howe, University of North Carolina at Raleigh and Harriet Stubbs, North Carolina State University

1999 A Dynamical Systems Based Model of Conceptual Change, Andrew Hurford, Haskell Indian Nations University

2000 Teachers and Technology: A Case Study From an Implementation Project, Myra Halpin and Ann Howe, North Carolina School of Science and Mathematics, and North Carolina State University

2001 Visual/Spatial Thinking: A Forgotten Fundamental for School Science Programs,
Alan J. McCormack and Cheryl L. Mason, San Diego State University

2002 What Knowledge is of Most Worth for Lateral Entry Secondary Science Teachers?
William R. Veal, University of North Carolina at Chapel Hill

2003 Teacher Student Con-Construction in Middle School Life Science, Maria Nunez-Oviedo, University of Massachusetts-Amherst, Mary Ann Rea-Ramirez, Hampshire College, John Clement and Mary Jane Else, both of, University of Massachusetts-Amherst

2004 ‘I Be Bangin’! Understanding How Urban African American Youth Can Sustain Agency Across Social Field, Rowhea Elmesky, Washington University in St. Louis

2005 Culturalized Science Instruction: Exploring Its Influence upon Black and White Students’ Achievement, Eileen Parsons, North Carolina State University

2006 No Award given

2007 Narrative of Community: Visualizing Culturally Relevant Science Pedagogy Through the Identities of Black Middle School Teachers, M. Jenice Goldston and Sharon E. Nichols, The University of Alabama

2008 Co-Winner: Paper 1 – More Than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers, Sonya N. Martin, Drexel University and Kathryn Scantlebury, University of Delaware
Co-Winner: Paper 2 – Expanding the Ways in Which Urban Students Participate in Science Education: Rituals, Transactions, and Fundamental Interactions, Christopher Emdin, Teachers College, Columbia University

2009 Pathways to success in science: A phenomenological study examining the life experiences of African- American women in higher education, Claudette L. Giscombe

2010 Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York

2011 Synergistic Teaching of Science to English Language Learners: Comparative Analysis of the Strategies, Daniel J. Bergman, Wichita State University

2012 A Mixed Methods Study of Mid-Career Science Teachers: The Growth of Professional Empowerment, Amy Moreland and Mary Hobbs, both of University of Texas at Austin

2013 Teachers’ NOS Practices Two to Five Years after Having Completed an Intensive Science EducationProgram, Benjamin Herman, University of South Florida, Michael Clough, and Joanne Olson, both of Iowa State University

Past winners of the John C. Park National Technology Leadership Initiative Fellowship

Park, J. C. (2003). Now that we have new technology tools, what is being built? Association for the Education of Teachers in Science (AETS), St. Louis MO. (North Carolina State University)

Irving, K. and Bell, R. (2004). Educational technology use during secondary science student teaching: Three case studies. Association for the Education of Teachers in Science (AETS), Nashville TN. (The Ohio State University, University of Virginia)